Research On The Negative Daily Evaluation Behavior Of Kindergarten Teachers

The negative evaluation from the kindergarden teachers generates from specific teaching situations.Influenced by the behaviors from the kids,kinder garden teachers might put up negative judgement.The aim of exerting negative evaluation is to restrain the unexpected behaviors from the kid students and to inspire the anticipated behaviors.However,the negative evaluations from kindergarden teachers are often accompanied with criticism and negative words.In order to investigate the general situation of negative evaluations from kindergarden teachers,the researchers have analyzed the characterization of negative evaluations and its relationship with children's feedback from kindergarden teachers by collecting three types of the data includes evaluation way,emotion engagement and the reflection from the kids.Based on the perspective of preschool teacher evaluation,this study takes the main,secondary and small class teachers and children in two classes in a provincial and primary school in Guangzhou as the research object.By using the methods of literature,observation,interview and other research methods,the qualitative evaluation behavior of preschool teachers and the feedback of young children are given.The interview was conducted and teachers and children were interviewed to understand the educational concept of teachers' negative evaluation and the idea of negative evaluation by teachers.Through the negative evaluation of preschool teachers,emotional input and feedback from children,we find that:(1)In the negative evaluation of preschool teachers,reprimand(32.90%)and rhetorical question(24.37%)were given priority.In the negative evaluation of preschool teachers' negative evaluation emotional input,there was no input(60.55%)andnegative input(25.90%);in the infant feedback,passive acceptance(44.59%)and non acceptance(40.33%)were the main factors.(2)Compared with other negative evaluation methods,teachers accepted(77 times)more than passive acceptance(57 times)and non acceptance(64 times),and three kinds of feedback frequency chi square test showed no significant difference.(3)compared with other negative evaluation methods,the teachers' negative evaluation in the way of rhetorical questions and interruptions is more significant than other feedback behaviors.(3)Compared with other negative evaluation methods,when teachers conduct negative evaluation with rhetorical questions and interruptions,children's justification behaviors are significantly more than other feedback behaviors.(4)compared with other emotional input methods,teachers accepted positive acceptance(97 times)more than passive acceptance(10 times)and non acceptance(17 times),and three kinds of feedback frequency chi square test(chi square =113.05***)showed significant differences.The results of the study show:(1)Negative evaluation of preschool teachers is mainly based on reprimand and rhetorical questions,and negative evaluation of emotional input is mainly non investment and negative investment.(2)In the process of negative evaluation,children's feedback is mainly passive and unacceptable.(3)In the negative evaluation of teachers,the method of specific negation is more acceptable to children than other negative evaluation methods.(4)In the negative evaluation of teachers,the evaluation method of rhetorical questions and interruptions is easier to arouse children's excuses than other evaluation methods.(5)Teachers' positive emotional input for negative evaluation is more acceptable to children than other emotional inputs.some suggestions based on the results of the study :(1)Teachers should maintain the equal relationship between teachers and children.(2)Teachers should use specific negative evaluation methods.(3)Teachers should give a certain space to the children.(4)Teachersshould maintain positive emotions when carrying out negative evaluation.